Objectives

Read & Reflect

 * __Reflection Questions -- pg 176__**

I modified this question because I believe objectives can sever various purposes and to think otherwise is to limit them. Objectives are one of the most powerful multipurpose tools we have. First they serve to focus the learning. They are the targets. They provide the destination for the trip! Without them, we increase the possibility of wandering aimlessly through instruction. EVERYTHING in an instructional plan goes back to the objectives
 * __1. What are the purpose (s ) of setting objectives in the classroom?__**
 * They focus the learner & teacher on the important content and help them increase their learning & instructional efficiency -- no getting off track!
 * They serve as the basis for assessment & evaluation -- yes we should assess students on whether or not they attained the objectives, but today they also serve as the basis for teacher evaluation. Teachers now are measured on student growth. Using objectives as the basis to measure student growth is a win/win for teachers and students.
 * They help determine which strategy we should use. We can mare better decisions as to the most effective strategy by looking at the kind of learning required by these objectives (for example -- http://www.nwlink.com/~donclark/hrd/strategy.html)
 * They communicate to parents what is required in the course and what their son/daughter will learn.
 * They can help build relevance and hopefully cut down on the "why do I have to know this" questions students often struggle with.

Objectives need to be determined by several factors. First, they need to be set by the standards. Second, some kind of assessment should be used to see what the learners already know/don't know. A pre-assessment works well. If learners already know certain pieces of the content, why reteach it? Finally some input from the students helps with gaining their interest and may help facilitate their motivation.
 * __2. How do I set objectives in classroom now?__**

In District 7, all teachers use learning targets in the form of "I can Statement". These are listed on the white board or on signs around the classrooms. I'm not a K12 classroom at this point in my career, so I answered this from a Professional Development context. When I conduct a PD session, the objectives for that PD are clearly listed on handouts and stated at the very beginning of the session.
 * __3. What do I do to communicate classroom objectives to my students?__**

How to give students more control over what the objectives are. I know what I am required to teach and I am held to the content by the standards; yet, I'd like to find ways to give students more input into the process.
 * __4. What questions do I have about setting objectives in my classroom__**

Apply & Reflect
I am very interested in online courses and online PD. Discussion Boards are a staple in online courses, but instructors often struggle with giving feedback and/or grading discussions. I modified this rubric to help evaluate discussion board participation [|(rubric ID # is: 2117323)]

online discussion posts

 * CATEGORY || **excellent ** || **good ** || **satisfactory ** || **needs improvement ** ||
 * **Addressing Primary Question/Thread ** || Posts address all aspects of the forum question and/or thread. Post is complete, detailed and engaging. || Posts address most aspects of the forum question and/or thread. Post is complete and detailed. || Posts address most aspects of the forum question and/or thread but lack details and seem rushed. || Posts do not address all aspects of the forum question and/or thread. They are missing details and are limited. ||
 * **Demonstrating Content Knowledge ** || Knowledge of subject matter is clearly voiced through discussion posts. Clear examples are provided and student clears misunderstanding of content. || Knowledge of subject matter is apparent in discussion posts. Participant gives occasional examples. || Posts demonstrate knowledge of subject matter is adequate but lacks detail to validate deep learning. || Knowledge of subject matter is vague with no clear examples given. ||
 * **Extending Learning ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Posts include many examples of how topic can be applied in relevant settings and connects content to other aspects in the content area and beyond. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Posts include some examples of how topic can be applied in relevant settings and connects content to previous learning. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Posts include some examples of how topic can be applied in relevant settings. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Posts do not include examples of how topic can be applied in relevant settings. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Active Participation ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Posts are made within 72 hours of learning. Participant initiates discussion threads and keeps them going with thoughtful consideration of what other participants have said. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Participates in most of the discussions. Initiates some discussion threads and responds to what others have said. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Participates in some discussions with very few responses to what others have said. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Participates in few discussions and never usually replies to others. Comments are simply \"I agree\" or \"I disagree\" and lack detail. ||